Essential science 5 teachers book

857415_IntroEssent0001-0015.qxd 857415_Portadilla.eps 28/9/06 14:56:23 3/10/06 09:09 Página Teacher’s Book 857415_IntroEssent0001-0015.qxd 3/10/06 09:09 Página Essential Science 853694_C.ai 3/5/02 16:33:26 • Essential Science teaches basic concepts of Science, Geography and History through English • Content and language are carefully interwoven in Essential Science • The syllabus covers all the scientific contents which students require at this level Science, Geography and History • The language objectives correlate with those set out in the Cambridge Young Learners suite Código de pedido: S-0676X Science, Geography and History • The Student’s Book guides students towards curricular objectives Activity Book • A series of presentations explain key concepts in clear and simple language • Basic activities in the Student’s Book give students the confidence to ask questions, and make descriptive statements • The Activity Book provides reinforcement and extension activities 857356 CD.ai 3/5/02 16:51:17 • It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress • The Student’s CD gives an extensive selection of recorded texts Student’s CD www.indexnet.santillana.es Re c or de d and mix ed by E FLS P • Learner autonomy is encouraged www.richmondelt.com a llan anti g-S lishin roduc d Pub tion Ltd London, England © 2006 Richmon n ció uca Ed • The students’ self-confidence will grow, as their fluency and pronunciation improve L ,S 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página • Essential Science provides a wealth of material to teachers and students This gives teachers great flexibility to choose They can adapt their work in view of the time the students spend on Science, Geography and History in English Teacher’s Book • Richmond World Facts Readers provide a series of stimulating and carefully graded texts on Geography, Science, Culture and History 58 readers at levels of proficiency are available • Internet resources are available for teachers and students on our websites Links encourage students to go further in their research • Richmond Student’s Dictionary: a valuable reference tool • Assessment, Extension and Reinforcement worksheets provide teachers with additional resources Science, Geography and History • Posters and flashcards give teachers important visual back-up • This Teacher’s Book offers page-by-page teaching suggestions, solutions to the Activity Book activities, and a guide to other resources Bal tic Se a North Sea The Roman Empire GERMANIA B R I TA N N I A Black GALLIA 10 O C E A N I TA L I A ASIA R da rde eco nd S Pr y EF ed b mix Lo ion Ltd oduct ndon, England ©2006 Richmond ndon, England ©2006 Richmon n Ltd Lo Publis d Pub lishin Productio hing - Sa EFSg - San ntilla tilla d by na na Edu mixe Edu cac cac an d d ión i ón de ,S ,S cor L .L Re www.indexnet.santillana.es www.richmondelt.com SYRIA 12 J U D A E A H I S PA N I A 13 M www.indexnet.santillana.es 11 e d n e a r a n e r i t 14 AFRICA S e a www.richmondelt.com Hadrian´s Wall baths theatre aqueduct temple sarcophagus Appian Way Roman Empire Class CD1 © Richmond Publishing 2006 Richmond Publishing is an imprint of Santillana Educación, S.L A T L A N T I C Sea statue road 10 sarcophagus 11 theatre 12 aqueduct 13 theatre 14 Boundaries temple Class CD2 • The Teacher’s CD contains a selection of recorded texts as well as all the Student’s CD recordings 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY Natural sciences UNIT CONCEPTS BOOK PROCEDURES CITIZENSHIP 01 Living things • Living and non-living things • Characteristics of life processes • Cells and the parts of a cell • Unicellular and multicellular organisms • Interpreting a diagram • Studying photographs • Respect for all living things 02 Plants • Flowering and non-flowering plants • Classification of plants • Plants breathe, make food and reproduce • Observing parts of a plant • Describing the reproduction of plants • Fruit and health 03 Invertebrates • Characteristics of invertebrates • Invertebrate groups • Characteristics of arthropods • Classifying invertebrates • Studying labelled drawings • Protecting animal habitats 04 Vertebrates • Characteristics of vertebrates • Vertebrate groups • Classification of reptiles, fish and amphibians • Comparing vertebrates • Associating groups with their habitats • Benefits of a fish diet 05 Nutrition • The main organs in the digestive, respiratory, circulatory and excretory systems • The processes of nutrition, digestion, respiration, circulation and excretion • Interpreting anatomical drawings • Observing photographs • Healthy eating habits 06 Matter • The properties of matter • Differentiating physical and chemical changes • Changes in matter • Changes in state • Explaining events scientifically • Using personal experience to interpret a subject • Tetanus 07 The atmosphere • The atmosphere • The hydrosphere • The geosphere • Changes in the Earth’s surface • Sequencing information • Extracting information from photographs, drawings and diagrams • Natural disasters 857415_IntroEssent0001-0015.qxd 3/10/06 Geography and History UNIT 09:10 Página CONCEPTS PROCEDURES CITIZENSHIP 18 The landscape • The concept of landscape • Inland and coastal landforms • Mountains, plains and coasts in Spain • Interpreting maps • Rubbish 19 Rivers • Rivers, lakes and watersheds • Climate and weather • Living things and their habitats • Observing drawings and photos • Locating climate zones on a globe • The effects of human action on the environment 10 Population • The concept of population • Causes and types of migration • Characteristics of the population in Spain • Interpreting a population bar • Doing a census • Respect for people from other cultures • Respect for senior citizens 11 The economy • The concept of active population • The agricultural, industrial and service sectors • Tourism and transport in Spain • Identifying industries in own area • Using maps to locate services • The importance of all types of work • Road safety 12 Prehistory and Antiquity • Periods of Prehistory and characteristics of prehistoric life • Early civilisations on the Iberian peninsula • The Roman legacy in Spain • Interpreting historical maps • Studying ancient monuments • Understanding our cultural legacy from the past 13 The Middle Ages • The Germanic tribes and the Visigothic kingdom • The characteristics of Al Andalus • The expansion of the Christian kingdoms • Society in Spain after 1492 • Putting historical events in order • Interpreting historical maps • Respect for historic buildings 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página The Student's Book indicates Richmond World Facts Readers Title • This is the number and title of the unit Living things LOOK indicates an Internet Activity Look at this photo • What living things can you see? • What non-living things can you see? indicates a reading activity Look • The units begin with a LOOK or COMPARE section which focuses attention on the theme of the unit READ shows that it is also recorded Living and non-living things Life processes In nature, there are living things and non-living things There are three basic life processes: • Nutrition People, animals and plants are living things Rocks, air and wind are non-living things Living things eat food, which contains nutrients Nutrients are substances which provide energy Living things have the following characteristics: • Sensitivity • They are born from other living things Living things react to their environment • They eat • They react to their environment Activities • Reproduction • They grow Living things have offspring • They reproduce Many living things need a mate to reproduce • Finally, they die New living things replace the ones which die indicates that the activity should first be done orally Make more sentences Living things are born Living things … What living things are there in your home? • Activities at the bottom of the page reinforce basic concepts, and practise structures and vocabulary • Some are linked to citizenship themes LIVING THINGS indicates that it can also be used as a writing exercise Read • Information is organised into numbered sections Rivers EXPRESSING POSSESSION A region’s characteristic temperature … The Earth’s climate … A river’s course and flow … Essential language Population DESCRIBING PEOPLE • The Essential Language section summarises all the key language used at this level The population is the number of people Urban populations are people Rural populations are people People who live in a place live in cities live in villages and towns leave a country are called emigrants True or false? Make more sentences The population is the number of people who visit a place True / False TALKING ABOUT MANNER The number of inhabitants in a place changes The adult population is growing Some countries are The population is not Some areas are continually quickly densely populated evenly distributed sparsely populated 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página The Activity Book • Learner autonomy: the students assess their own progress I can it Activities • The Activity Book offers a wealth of activities Contents Apply your knowledge Worksheet Date UNIT UNIT II CAN CAN DO DO IT IT Living Living things things Our senses Plants THE ORGANISATION OF LIVING THINGS KINGDOMS Read Read and and tick tick ✔ ✔ compare and kingdoms non-living things I canI can classify living living thingsthings into three 3I canI can identify animal and plant habitats describe a cell identifythe ourdifferent five senses I canI can distinguish parts of a plant 6I canI can parts of the eye and the ear talk name about the photosynthesis Match and label system tissue organ organism A cell B name some bones and muscles I canI can classify invertebrates say how use our muscles.groups 10I canI can describe the we different arthropod Our body Invertebrates Animals Vertebrates classify animals in different groups.groups I canI can name the characteristics of vertebrate identify what different animals eat 12 13I canI can classify vertebrates into groups Vertebrates Nutrition and invertebrates identify vertebrates and invertebrates I canI can locate the main organs of nutrition namethe theprocesses characteristics of mammals 16 16I canI can describe involved in nutrition The Earth Matter thegeneral three parts of theof Earth I canI can talk identify about the properties matter compare solids, liquids and gases 21 25I canI can identify changes of state in matter Water The atmosphere where we find water I canI can talk say about the purpose of the atmosphere describe the water 25 27I canI can explain the water cycle.cycle Air The landscape characteristics of air I canI can talk describe about thethe concept of landscape identify someinland atmospheric phenomena 28 30I canI can identify the main and coastal landforms Plants Rivers identify stems, and roots I canI can describe rivers and leaves watersheds compare bushes andzones grasses 32 32I canI can distinguish thetrees, Earth’s climatic Flowering Populationplants of the parts of a flower I canI can talk name about some the concept of population describe how plants grow.of migration 38 35I canI can identify the causes and types The The landscape economy identify different landscapes I canI can identify the three economic sectors namepublic the parts a mountain 41 40I canI can describe andof private service sectors Prehistory Water and weather and Antiquity course of aofriver I canI can talk describe about thethe main periods Prehistory talk and about the weather 44 44I canI can identify describe some Roman ruins Population The Middle Ages compare cities, towns and villages I canI can sequence events in Spanish history some means ofoftransport 48 48I canI can talk identify about the importance the Golden Age Work Extra Past and present 51 I can identify some types of work I can talk about the needs of industry 53 I can talk about the past I can make a family tree PROJECT 1: Classify plants PROJECT Animal index cardsa fungus PROJECT 1: 2: Observe and describe PROJECT Make skeletonatoclimate study bones PROJECT 2: 3: Make andainterpret graph and joints PROJECT An experiment PROJECT 3: 4: Investigate changes in matter PROJECTS objects to experiment with Peninsula air PROJECT 5:4-7: TheMake Roman provinces of the Iberian PROJECT Make a relief model of your autonomous community GLOSSARY8: GLOSSARY: E D C Complete the sentences TissÔe a are made up of b are made up of c are made up of which work together tissÔe which work together which work together Many systems work together in an organism Classify the living things from Worksheet KINGDOMS Animal Plant Fungi 19 20 19 21-24 36 37 37 38-39 54-55 56-57 56-63 58-64 Project MAKE AND INTERPRET A CLIMATE GRAPH Use this information to construct a climate graph Temperature is in degrees centigrade (°C) stem Precipitation is in millimetres (mm) F M A M J J A S Temperature 13 15 18 20 24 26 25 19 10 Precipitation 50 J 54 70 78 83 60 30 15 90 86 O 88 N 69 Glossary D tuber Put a point on each month using the information in the table Then draw a red line to connect the points from all twelve months Complete the precipitation Each month on the table is represented by a vertical blue bar at a different height on the graph T (°C) P (mm) 50 100 40 80 30 60 20 40 10 20 0 J F M A M J J A S O N D 36 Multicultural non-sexist education Peace education sunlight • Students use the glossary to record the vocabulary they have learned Complete the temperature Health education Projects and tasks • Projects and tasks lead the students to reflect, and carry out simple experiments Road safety Consumer education worm stolon alligator amphibian aquatic abdomen beak arachnid bony fish arthropod carnivore cephalothorax cartilaginous fish cnidarian cetacean crustacean cold-blooded echinoderm crocodile exoskeleton egg insect feather invertebrate fin mollusc fur myriapod gill oviparous habitat parasite incubation shell lizard sponge lung thorax mammal 57 Environmental education Citizenship Sex education 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página The Teacher's Book Materials for reinforcement and extension UNIT UNIT Living things RESOURCES Content objectives Resource folder Distinguishing living things and non-living things Identifying the characteristics of living things and life processes Understanding what a cell is and the parts of a cell Understanding that there are unicellular organisms and multicellular organisms Learning how living things are organised PHOTOCOPIABLE RESOURCES • Assessment – Assessment: Worksheet 1 Describing the characteristics of living things: They are born … are made up of … Giving extra information: Food, which contains nutrients … Tissues which work together Expressing purpose: To keep a living thing healthy; to make their food Giving examples: for example, our skin cells … such as the heart Describing position: around the cell … between the nucleus and the membrane Expressing ability: They can / cannot move Internet resources www.richmondelt.com www.indexnet.santillana.es Cells and life processes http://lgfl.skool.co.uk/keystage4.aspx?id=315 The structure of plant and animal cells and life processes, along with other biology topics For students and teachers Contents CONCEPTS PROCEDURES • Living things and non-living things • The characteristics of living things and life processes • The cell and the parts of a cell: cytoplasm, membrane and nucleus • The organisation of living things: cell, tissue, organ, system, organism • The principal kingdoms of living things: animal, plant and fungi • Interpreting a diagram about the organisation of living things • Studying photographs to learn about living things • Classifying living things into three kingdoms • Identifying the characteristics of the three kingdoms of living things ATTITUDES Living things http://www.zephyrus.co.uk/biologytopics.html A variety of biology topics including the kingdoms of living things and human organ systems For students and teachers • Appreciating life and living things The fungi kingdom http://www.wise-online.com/objects/index_tj.asp? objid=BIO304 A closer look at the fungi kingdom For students and teachers The Organisation of the Human Body Cells Other resources • • • • Assessment criteria • • • • • • Developing intelligence worksheets • Working with recent immigrants – Reinforcement: Worksheet – Extension: Worksheet Language objectives Contents for English skills SPECIAL PROGRAMMES* • Reinforcement and extension The cell is the basic unit of living things All living things are made up of cells Some living things, such as bacteria, are made up of a single cell An adult human, in contrast, has about 100 trillion cells Every part of the body is made up of one kind of cell or another, and each kind of cell has a special function There are about two hundred different kinds of cells in the human body, including bone cells, muscle cells, heart cells, liver cells and so on The shape and size of a cell depend on its funtion Muscle cells are long and thin—when they contract, they produce movement The three main parts of cells are the nucleus, the cytoplasm and the cell membrane The nucleus is the central part of a cell and controls most of its functions The cytoplasm is a jellylike substance that makes up most of the inside of a cell The cell membrane is the outside covering of a cell It controls what can enter and exit a cell Richmond World Facts Richmond Student’s Dictionary Flashcards Posters Muscle Tissue Tissue is made up of a group of cells that have the same function For example, bone tissue is made up of three types of bone cell—one to make bones, one to repair bones and one to remove dead bone cells Humans have four types of tissue · Muscle tissue is made up of cells that contract and relax to produce movement · Nervous tissue is found in the brain and spinal cord, as well as the sense organs · Connective tissue includes the bones and tendons · Epithelial tissue covers the body and lines some internal organs Bone tissue, despite its strength, is amazingly light; bones make up only about one fifth of our weight There are two main types of muscle tissue: skeletal muscle tissue, which is connected to the skeleton, and smooth muscle tissue, which is found in the internal organs Around 40% of a man’s weight and 20% of a woman’s weight is made up of skeletal muscle tissue Bone Distinguishing living things and non-living things Knowing that cells are the smallest living units in a living thing Recognising the three parts of a cell Explaining how living things are organised Classifying living things into three kingdoms nucleus cytoplasm cell membrane Bone Tissue Muscle Organs An organ is a set of tissues that have the same function Each organ is made up of several types of tissue For example, there are three types of bone tissue in bones: a hard outer tissue, a sponge-like tissue inside bones, and a smooth tissue at the ends of bones In the skin, which is also an organ, there is epithelial tissue, muscle tissue, nervous tissue and connective tissue Systems A system is a set of organs that work together to perform a common function There are ten major systems in humans, including the respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular and reproductory systems Skeleton Muscular System Musculoskeletal System * Not yet available in English 16 17 Other resources Internet resources Activity Book 38 Solutions Worksheet Date Worksheet Date Read and learn Apply your knowledge WHAT ARE ANIMALS LIKE? AN INVERTEBRATE PARASITE Read carefully • There are solutions to all Activity Book activities Complete the word maps about animals The tapeworm Reproduction: animals are divided into The tapeworm (taenia) is an invertebrate animal It is a parasite in humans, pigs and other animals Oviparoufi For example, a pig eats food contaminated with tapeworm eggs The eggs hatch into larvae in the animal’s intestine Then they travel into the bloodstream and the muscles If people eat undercooked meat from this infected pig, the larva grows in their intestine It becomes a tapeworm This parasite absorbs their food and causes weakness and anaemia are born from eggs Viviparoufi are born from their mother’s womb Contaminated animals have eggs in their faeces These can infect other animals Skeletons: animals are divided into Tick (✓) the true sentences about the tapeworm Ǣ ✔ It is an invertebrate Ǣ It is an amphibian Ǣ It is a parasite ✔ Ǣ It is oviparous ✔ Ǣ It is viviparous Ǣ It is an herbivore Ver†ebra†efi are animals with a skeleton In√±r†ebra†efi have no bones Order the information as it appears in the text What kind of animal a tapeworm is How it goes from animals to humans How it lives inside a person How it lives inside an animal VOCABULARY What organs these animals use to breathe? Name them Investigate Find the names of other human parasites M A hookwarµ flatworµ ascarifi trichi>ellå 10 Muscle Cells Bone Cells nucleus cytoplasm cell membrane Tissue © Richmond Publishing 2006 Richmond Publishing is an imprint of Santillana Educación, S.L Contents for Science skills UNIT CONTENT B A gillfi C trac™ểỉ lungfi 857415_IntroEssent0001-0015.qxd 10/10/06 08:58 Página Language objectives Content objectives • A cross-reference to the content objectives on the previous double page • A cross-reference to the language objectives Hands on • A classroom experience which is motivating and simple to Vocabulary • Presented in alphabetical order • It is recommended that students learn it Vocabulary Content objectives: 1, Language objectives: 1,2, Language objectives: 1, 2, 3, cell, cytoplasm, membrane, multicellular, nucleus, unicellular Cells ■ Special attention READ LOOK • Using the vocabulary correctly • Points which may be difficult for the students in both Science and English Vocabulary Content objectives: 3, are born, die, eat, grow, living things, non-living things, nutrients, nutrition, react, reproduce, sensitivity Living things ■ Special attention Special attention • Understanding that cells are threedimensional and not flat What is a cell? • Relative clauses with which Look at this photo ■ Hands on • What non-living things can you see? Living things are made up of tiny units called cells • What living things can you see? • Understanding that humans are made up of tiny cells Cells are the smallest living units in a living thing Some living things are made up of a single cell ■ Hands on They are unicellular Other living things are made up of many cells Our pets These cells are amplified by a microscope They are multicellular • Encourage Ss to talk about their experiences with pets • Ask: Who has a pet? What is it? What does it do? (It sleeps, plays, eats…) What does it need? (food, water …) What are cells like? Making yoghurt Cells differ in shape and size • Pour two litres of warm milk into a container Add two plain yoghurts and mix Put a lid on the container and cover it with a towel • Ask: What you think will happen after twelve hours? (The milk will change to yoghurt.) • Examine the mixture later Explain that the bacteria in the yoghurt caused a chemical change Bacteria are unicellular living things They carry out different tasks For example, our skin cells are different from our bone cells READ ■ Presentation Living and non-living things Life processes In nature, there are living things and non-living things There are three basic life processes: Cells have three parts: • The membrane is the covering around the cell Living things eat food, which contains nutrients Rocks, air and wind are non-living things • LOOK Focus on the photo and questions Living things: grass, trees, cows, calves Non-living things: air, buildings … Parts of a cell • Nutrition People, animals and plants are living things Nutrients are substances which provide energy • The nucleus is the part which controls the cell Living things have the following characteristics: • Sensitivity • They are born from other living things • They react to their environment • Ask: How you know cows are living things? (They are born, eat, react, grow, reproduce and die.) What cows need to live? (food, water, space) The parts of animal and plant cells • Cytoplasm is between the nucleus and the membrane Living things react to their environment • They eat We use microscopes to study small things • Reproduction • They grow Living things have offspring • They reproduce Many living things need a mate to reproduce cytoplasm • Finally, they die New living things replace the ones which die nucleus Complete the sentence What living things are there in your home? Cells have three parts: … LIVING THINGS LIVING THINGS nucleus cytoplasm membrane Make more sentences Living things are born Living things … …react to their environment…grow…die…/ Open answers Plant cell This is why some plant stems are hard Animal cell • READ Elicit examples of the characteristics of living things Ask: When are more calves born? (spring) What cows eat? (grass) When chickens grow, what they become? (hens, cockerels) What animal does a cow need to reproduce? (a bull) membrane Plant cells also have a hard cell wall around the membrane wall …membrane, nucleus and cytoplasm • Ss read and with and They then the activities at the bottom of the page ■ CONTENT AND LANGUAGE DEVELOPMENT ■ CONTENT AND LANGUAGE DEVELOPMENT ➔ R Activity Book, page Comprehension Write the following phrases on the BB Ask Ss to match the sentence halves Comprehension Write the following sentences on the BB Ask Ss to choose the correct option Living things are made up of tiny / big units called cells Cells are the smallest units in a living / non-living thing Living things with a single cell are multicellular / unicellular Living things made up of many cells are multicellular / unicellular Skin cells and bone cells are different / the same Living things Non-living things Nutrients Animals There are three a b c d e provide energy basic life processes are born and die not reproduce are living things Answers: – c – d – a – e – b Answers: tiny living unicellular multicellular different Respecting all living things All living things, big or small, deserve our respect ■ Presentation • READ Focus on the drawing of cells Ask: What are the parts of an animal cell? (membrane, nucleus, cytoplasm) What are the parts of a plant cell? (nucleus, cytoplasm, membrane, wall) • Give examples of unicellular living things: bacteria, some algae, yeast, protozoa … • Point out that cells have three dimensions and are not flat Cells can have different shapes: cubes, octahedrons … • Ask: Are cells small? (yes) How can we see cells? (with a microscope) • Ss read 1-3 with , and They then the activity at the bottom of the page Bacteria and living things Bacteria can cause illnesses, such as pneumonia Some bacteria are used to make food, like yoghurt 18 Presentation • The suggestions include texts as well as graphic materials, such as photographs, drawings, diagrams and graphs 19 Activity Book ➔ R This symbol indicates a revision activity E ➔ This symbol indicates an extension activity Content and language development • These activities combine Science and Language skills Citizenship • Citizenship themes are identified with symbols 857415_IntroEssent0001-0015.qxd 3/10/06 09:10 Página 10 Learning skills Techniques • To extract information, it is important to study the whole picture carefully as well as look at the details Various learning skills can help students to master the contents of Essential Science: • The students study the accompanying texts, which give the names of the different parts or functions Highlighted words Memorisation • To memorise new vocabulary, it is useful to associate the words with mental pictures, and then revise them in order • In order to teach the circulatory system, for example, students touch the corresponding parts of their bodies • These are printed in bold They highlight key points and vocabulary Experiments • Before an experiment begins, the students are asked to predict how they think it will end • Students need to have a clear idea of an experiment’s different stages Photographs • The photographs help students to obtain information It can be helpful to ask the students to study a picture before they have read the caption or received any other external information • Focus the students’ attention: What you see in the photo? Can you see …? • Point out the following: – material they will need – initial situation – sequence of events – final result • Go on to analyse the picture systematically, highlighting all the details Enquiry questions Drawings • Learning should never be a purely mechanical process Questions can be used to elicit prior knowledge, and find out students’ ideas • These drawings represent parts of the human body, plants, etc Some are realistic, while others are simplified • Students should be encouraged to predict what they will learn: What you know about volcanoes? What you think this unit / this page is going to be about? • Comparison questions encourage students to relate information from different sections: In what ways are different from ? he digestive ystem 26 mouth pharynx salivary glands oesophagus • This type of question should be adapted to the language level of the class Activities liver stomach pancreas small intestine anus 10 large intestine rectum • Initially, the activities at the bottom of the page should be done orally with the whole class Later, most can be written down, either as homework or as whole class activites This will help students to master the key concepts and language • Some citizenship questions may be difficult for the students in English It is advisable to begin by eliciting short, simple replies Worksheet 38 Date ANCIENT HISTORY PREHISTORY 20:37 Complete the word map Apply your knowledge Match and write the period Palaeolithic period Metal Ages The Greeks The Carthaginians came from came from came from Asiồ Gđổeâổ Nort Africồ settled on the settled on the settled on the sout™er> coas† Medi†erra>ea> coas† Medi†erra>ea> coas† c People moved from place to place They hunted and fished founded the city / cities of founded the city / cities of founded the city / cities of d People were farmers They had domestic animals CadiΩ Almu>eca® Deniå Ampuriafi Carta@enå Neolithic period a Craftsmen made polished stone tools, pots and cloth Neolithi© πerio∂ b People used metal tools The wheel was invented Meta¬ A@efi Palåeolithi© πerio∂ Neolithi© πerio∂ e Craftsmen made metal weapons and jewelry Meta¬ A@efi f Craftsmen made tools by hitting one stone against another Palåeolithi© πerio∂ aqueducts television studios amphitheatres universities theme parks stone roads airports theatres railway stations temples circuses public bath houses Match and write Iberians or Celts a They lived in the east and south of the peninsula b They lived in the centre and north of the peninsula c They lived in rectangular houses d They lived in round houses e The Lady of Elche is one of their most famous works of art 45 44 I∫±rianfi Celtfi I∫±rianfi Celtfi I∫±rianfi Página 114 The Phoenicians Circle the structures built by the Romans 2/10/06 Apply your knowledge 857415 _ 0108-0115.qxd Activity Book 114 Worksheet 39 Date 857415 _ 0108-0115.qxd Worksheet 40 Date Read and learn MEASURE HISTORICAL TIME ROMAN CIRCUS GAMES Read carefully Gladiators and charioteers Dates can be expressed as BC or AD The birth of Christ, more than 2,000 years ago, is used to make the first big division in historical time Events that happened before the birth of Christ use the letters BC (before Christ) after the date For example, the prehistoric paintings in the Caves of Altamira are from the year 15,000 BC Circus games were the Romans’ most popular form of entertainment Games were held regularly, and lasted for many days The events were advertised on signs and proclaimed throughout the city People came from all over the Roman Empire to watch the games Sometimes they slept outdoors waiting for the games to begin The gladiators’ fights and chariot races were the most popular circus games Most of the gladiators were slaves, prisoners of war, or criminals, but some were volunteers All gladiators went to training schools to learn special fighting techniques Many gladiators died in the fights The president of the games decided if a gladiator lived or died A period of one hundred years is called a century The year 1492 was in the fifteenth century Order the historical events in chronological order 711 AD: Muslims invaded the Iberian Peninsula 753 BC (approximately): Rome was founded 1492: Columbus’ expedition reached America 1200 BC (approximately): the Phoenician alphabet was invented Chariot races were held in the circuses There were four different chariot teams which had different colours The chariots were pulled by four horses and driven by the charioteer The races were very dangerous Chariots crashed, and men and horses were injured and killed T™æ Phø±nicia> alpha∫±† wafi in√±n†e∂ b Roµỉ wafi foun∂e∂ c Muslimfi inva∂e∂ t™ỉ Ieria> Peninsulồ d Columbu đeace Aàericồ a Some gladiators and chariot drivers became rich and famous Tick the correct answer a Where did gladiators learn their techniques? Ǣ At home Write the century these dates are in thir∂ ©entur¥ b 536: sixt™ ©entur¥ c 1359: Ǣ In training schools ✔ Ǣ In wars b How many horses pulled chariots? fourổent âenturƠ Two Three Four Answer the questions Imagine you live in ancient Rome and you are going to see the circus games Describe your day 1997 b What century were you born in? tnt^et âenturƠ c What century are we in now? tntƠ-firs âenturƠ a What year were you born in? M A M A I waĐổ u earlƠ an go to tổ circu earlƠ too I go wit mƠ pađent an watc tổ chario raâe I enjoƠ tổ raâe lo 47 46 Página 115 Measuring time Events taking place after the birth of Christ are identified with the letters AD after the date, but most of the time we not use anything For example, we could write that the Crown of Castile was formed in 1230 or 1230 AD Both forms are correct a 211: 20:37 Read carefully 2/10/06 Tasks Worksheet 41 Date 115 857415 _ 0116-0127.qxd 2/10/06 20:37 Página 116 UNIT 13 The Middle Ages UNIT CONTENT Content objectives Identifying the different people who invaded the Iberian peninsula after the Roman Empire and placing them in the correct periods of time Identifying and describing the characteristics of the Visigothic kingdom Identifying and describing the characteristics of Al Andalus Identifying the location of the Christian kingdoms Learning what the Christian Reconquest was Understanding the expansion of the Christian kingdoms on the Iberian peninsula Understanding events in Spain after 1492 Identifying the characteristics of the Spanish Empire Understanding the nature of an absolute monarchy 10 Recognising the cultural importance of the Golden Age Language objectives Talking about the past: adopted; spoke; became Making impersonal statements (past passive): were created; was formed Time sequence: first…, later…, next…, finally Expressing purpose: to unify their new kingdom; to practise their religion Making comparisons: their highest authority; the most important Describing simultaneous events: Meanwhile, … Expressing contrast: in contrast; however Contents CONCEPTS • The invasion of Germanic tribes: Vandals, Suevi, Visigoths • The Visigoths and Muslims: arrival in Hispania, customs, way of life, religion, law • The Christian kingdoms and the Christian Reconquest: significance, events, dates • The Catholic Monarchs • The territories of the Spanish Empire • The Golden Age: important artists and works of art PROCEDURES • Putting historical events in order: historical sequence and simultaneous development • Identifying buildings from different historical periods • Interpreting historical maps ATTITUDES • Show appreciation and respect for historic buildings and interest in preserving them • Show interest in learning about the past Assessment criteria • Sequencing historical events in Spain after the fall of the Roman Empire • Describing characteristics of the Visigothic kingdom and of Al Andalus 116 • Identifying the Christian kingdoms on the peninsula • Describing characteristics of the Spanish Empire 857415 _ 0116-0127.qxd 2/10/06 20:37 Página 117 UNIT RESOURCES Resource folder PHOTOCOPIABLE RESOURCES • Reinforcement and extension – Reinforcement: Worksheet 13 – Extension: Worksheet 13 SPECIAL PROGRAMMES* • Developing intelligence worksheets • Working with recent immigrants • Assessment – Assessment: Worksheet 13 Internet resources www.richmondelt.com www.indexnet.santillana.es The Middle Ages http://www.themiddleages.net/ Middle Ages art and lifestyle, weapons, and famous medieval people For teachers Romans http://www.brims.co.uk/romans/index.html All about the Romans, especially in Britain For students and teachers Columbus http://www.columbusnavigation.com/ The Columbus Navigation homepage examines many different areas including the history, voyages and ships of Christopher Columbus For teachers and students The history of chocolate http://www.fieldmuseum.org/Chocolate/history.html All about chocolate For teachers Other resources • • • • Richmond World Facts Richmond Dictionaries Flashcards Posters * Not yet available in English 117 857415 _ 0116-0127.qxd 9/10/06 19:12 Página 118 Content objectives: 1, Vocabulary: Christianity, Germanic tribes, metalworkers, Roman law, Vandals, Visigoths Language objectives: 1, 3, The Middle Ages ■ Special attention LOOK • Sequencing historical events • Who lived in the Iberian peninsula in the centuries after the Roman Empire? The Visigoths, the ■ Hands on Looking up information • Ask: What you know about St Isidore of Seville? (He was a key figure in the Visigothic period in Spain) • Write on the BB: Why was he famous? What was his most important work? • Ask: Where can you find this information? (encyclopaedias, history books, Internet) Explain how to investigate: first, look up information and read it; then, extract the main ideas; next, organise the ideas; finally, write the report A Visigothic church READ The invasion of Germanic tribes 72 Under the Roman Empire, Hispania adopted Roman customs and laws Its inhabitants spoke Latin They became Christians In 409 A.D., the Vandals and other Germanic tribes invaded Hispania Later, the Visigoths established a kingdom on the Iberian peninsula First, the Visigoths crossed the Pyrenees into Hispania, and settled in the centre of the peninsula Toledo became their capital Ask: What you know about the Visigoths? Elicit ideas Present and with 123 and 124 Describe the invasion of the Visigoths First, the Visigoths … READ • Write on the BB: Visigoths, Romans, Vandals Ask Ss to number them in the order they arrived on the Iberian peninsula (3, 1, 2) • Ask: What was the capital of the Visigothic kingdom? (Toledo) Describe how they lived (In villages; they were farmers and metalworkers.) How did they unify their kingdom? (They changed their language, religion and laws …) Why did the Visigothic kingdom end? (The Muslims invaded and conquered the peninsula.) • Ss the activity at the bottom of the page The Visigothic kingdom ended after the Muslim invasion in 711 A.D Later, they conquered the territories occupied by other Germanic tribes, such as the Suevs • LOOK Say: Describe the church in the photo (It’s small, made of stone, with long, narrow windows.) • The Visigoths changed their language, religion and laws to unify their new kingdom They adopted the Hispano-Roman culture and converted to Christianity They based their laws on Roman law The Visigoths lived in villages They did not build cities like the Romans Instead, they used the land for agriculture, livestock farming and pastures They were expert metalworkers The Visigoths 73 ■ Presentation Finally, they extended Visigothic rule over the entire peninsula Later, … Finally, … M.A …crossed the Pyrenees… Later, they conquered the territories … Finally, they extended Visigothic rule … THE MIDDLE AGES ■ CONTENT AND LANGUAGE DEVELOPMENT True or False? Write the following sentences on the BB Ss copy them and say if they are true or false If they are false they re-write them correctly 1 Under the Roman Empire the inhabitants of Hispania spoke Latin The Visigoths crossed the sea into Hispania Madrid became their capital The Visigoths lived in villages They used the land for agriculture They were expert farmers Answers: – true – false They crossed the Pyrenees into Hispania – false Toledo became their capital – true – true – false They were expert metalworkers 118 47 857415 _ 0116-0127.qxd 9/10/06 19:12 Content objectives: 3, Language objectives: 1, 2, 3, 4, Página 119 Vocabulary: Al Andalus, caliph, Christianity, Christian kingdoms, Christians, Islam, mosques, Muslims, palaces Al Andalus ■ Special attention READ The Muslim conquest of the Iberian peninsula Oviedo Battle of Covadonga N OCEA Zaragoza ATLANTIC Toledo Merida Mediterranean Cordoba Battle of Guadalete Ceuta ATLANTIC OCEAN Canary Islands 74 In 711 A.D., a small army of Muslims from northern Africa invaded Visigothic Spain In seven years, they conquered most of the peninsula and the Balearic Islands Under the Muslims, Hispania was called Al Andalus Battle of Roncesvalles Astorga Muslims and Christians Sea Independent Christian territories Main Muslim expeditions Main battles The Muslims brought their customs, laws and religion to Al Andalus Their highest authority was the caliph, and their religion was Islam Many Muslims lived in cities, and worked as merchants and craftsmen Christians continued to live in the north of the peninsula Their highest authority was the king, and their religion was Christianity Most Christians lived in the countryside, and were farmers Al Andalus 75 For almost eight hundred years, the centre and south of the peninsula were Muslim The Muslims built cities, protected by walls, on hills They built palaces, such as the Aljaferia in Zaragoza.They also built mosques, such as the Great Mosque of Cordoba, to practise their religion The Aljaferia palace in Zaragoza The most important Muslim city was Cordoba, the capital of Al Andalus The great philosopher Averroes was born there The Christian kingdoms After the Muslim conquest, small, independent Christian kingdoms grew on the Cantabrian coast, and in the Pyrenees The first was the Kingdom of Asturias, which later became the Kingdom of Leon Next, the Kingdoms of Aragon, Navarre, and the Catalonian Counties were created Finally, the Kingdom of Castile was formed The Great Mosque of Cordoba 48 THE MIDDLE AGES ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Ss copy and complete the sentences below with the correct word, then check by listening to 125 Islam / Caliph / Africa / north / Hispania / king / seven In 711 a small army of Muslims from northern … invaded Visigothic Spain In … years the Muslims conquered most of the peninsula and the Balearic Islands Under the Muslims … was called Al Andalus Their highest authority was the … Their religion was … Christians continued to live in the … of the peninsula Their highest authority was the … • Sequencing historical events ■ Hands on Words of Arabic origin • Ask: What you know about Al Andalus? • Explain that many Spanish words are Arabic in origin Ask if Ss know any Write a list on the BB: almohada (pillow), alcalde (mayor), alcachofa (artichoke), zanahoria (carrot), azafrán (saffron), aduana (customs), almacén (warehouse), alcoba (bedroom), azulejo (glazed tile)… ■ Presentation • READ Focus on the photos Ask: What can you see? (columns and arches) Compare the arches: Which building has red and white arches? (the Great Mosque of Cordoba) Which has more elaborate arches? (the Aljafería in Zaragoza) • Ask: Where did the Muslims come from? (northern Africa) Present and with 125 and 126 • Ask: Where did the Muslim invasion begin in Spain? (in the south) What was the capital of Al Andalus? (Cordoba) What was the highest Muslim authority called? (caliph) Describe how the Muslims lived in Al Andalus (Many lived in cities and were merchants and craftsmen.) What did the Muslims bring to Al Andalus? (customs, laws and religion) What types of buildings did they build in Spain? (mosques and palaces) • Ss read ➔ R and E ➔ Activity Book, pages 48, 49 Answers: Africa seven Hispania caliph Islam north king 119 857415 _ 0116-0127.qxd 9/10/06 19:12 Página 120 Vocabulary: Catholic Monarchs, Christian Reconquest, Christian kingdoms, Gothic style, taifas Content objectives: 5, Language objectives: 1, 2, 3, 6, The Christian kingdoms ■ Special attention READ • Sequencing historical events The Iberian peninsula in the fifteenth century Bay ■ Hands on of Around the year 1000, Al Andalus weakened Finally, it broke up into small independent kingdoms called taifas OCE AN NAVARRE AL RT C A S T I L E PO ATLANTIC • Ask: Where can you see stained glass windows? (in churches and cathedrals) • Ss cut rectangles out of black card • They draw simple figures: stars, circles, diamonds and cut them out • They glue or tape coloured cellophane over the holes then turn the card over to admire their «stained glass windows» Meanwhile, the Christian kingdoms expanded, and formed alliances Their populations grew, and their cities became prosperous ARAGON UG Create a stained glass window Mediterranean KINGDOM OF GRANADA Sea Christian territory Muslim territory ➔ R and E ➔ Activity Book, pages 50-52 Around 1230, the Christian territory was divided into several large kingdoms • The Crown of Aragon included the Kingdom of Aragon, Valencia and Majorca, and the Catalonian Counties • The Crown of Castile included the Kingdom of Castile and the Kingdom of Leon Later, it included all Andalusia, except for the Kingdom of Granada • Portugal was an independent kingdom In 1479, the Catholic Monarchs, Isabella I of Castile and Ferdinand II of Aragon, married and united the Crowns of Castile and Aragon The Kingdom of Granada The Kingdom of Granada was the last taifa kingdom Its territory included Granada, Malaga and Almeria It was weakened by internal disputes, and was finally conquered by the Catholic Monarchs • Present , , with 127 , 128 , 129 Ask: What happened around the year 1000? (Al Andalus broke up into small independent kingdoms, called taifas The Christian kingdoms expanded and formed alliances.) • Focus on the photo of Burgos Cathedral and talk about the characteristics of Gothic cathedrals Burgos Cathedral was built in the Gothic style Gothic architecture is characterised by great height, pointed arches and large windows THE MIDDLE AGES ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Books closed Write the following sentences on the BB and ask Ss to choose the correct option 1 Al Andalus weakened around the year 100 / 1000 Al Andalus broke up into small / large independent kingdoms The Muslim kingdoms were called cities / taifas The Christian kingdoms became bigger / smaller and more prosperous The taifas were weak and lost / won many battles The Christian reconquest was started / completed in 1492 The Catholic Monarchs conquered the last Muslim kingdom, Valencia / Granada Answers: 1000 small taifas bigger lost completed Granada 120 76 • The Kingdom of Navarre included Navarre and part of La Rioja • READ Focus on the map Ask: Which was larger in the 15th century, the Christian or the Muslim territories? (the Christian territories) • How and when was the Christian Reconquest completed? (In 1492, when the Catholic Monarchs conquered the Kingdom of Granada.) In contrast, the taifas, weakened by their lack of unity, lost many battles The Christian Reconquest was completed in 1492, when the Catholic Monarchs conquered Granada The Christian kingdoms ATLANTIC OCEAN Canary Islands ■ Presentation • Ask: How was the Christian territory divided around 1230? (Kingdom of Navarra, Crown of Aragon, Crown of Castile, Portugal) The Christian reconquest Biscay 49 857415 _ 0116-0127.qxd 9/10/06 19:12 Content objectives: 7, 8, 9, 10 Página 121 Vocabulary: absolute monarchy, Catholic Monarchs, Golden Age, Spanish Empire Language objectives: 1, 2, 5, Spain after 1492 ■ Special attention READ • Sequencing historical events The Spanish Empire • Understanding that historical events can occur at the same time N OR TH EUROPE A MER I C A ■ Hands on A S I A ATLANTIC P A CI F IC OCEAN O CE A N AFRICA PACIF IC OCEANIA S OU TH OCE AN INDIAN A MER I C A OCEAN The Spanish Empire Spain after 1492 77 However, by the end of the 19th century, most of these possessions no longer belonged to Spain Columbus’ expedition reached America in 1492 In the same year, Ferdinand and Isabella, the Catholic Monarchs, unified the kingdoms of Spain They began the conquest of America, and Spain became the centre of a great empire Their successors, Charles I and Philip II, acquired many new possessions in the 16th century In the 18th century, the kings established an absolute monarchy In this form of government, the monarch’s actions are not controlled by law The local laws of the old kingdoms were abolished, except in Navarre and the Basque Country Writers and artists In the 16th and 17th centuries, Spain produced many great works of literature and art This period is called the Golden Age In literature, Miguel de Cervantes wrote Don Quijote de La Mancha There were great poets, such as Francisco de Quevedo and Luis de Gongora Lope de Vega and Pedro Calderon de la Barca wrote many famous plays In painting, Diego Velazquez became the most important artist of his time The territories of the Spanish empire Between the 16th and the 19th centuries, Spain had possessions in almost every part of the world Spanish armies conquered the Canary Islands, much of the Americas, the Philippines in Asia, and several small territories in North Africa The kingsiiiii also inherited territories in central and southern Europe 50 THE MIDDLE AGES Make new questions Change the date What happened in 1492? What happened in the 16 th century ? M.A …the 18th century? …between the 16th and the 19th centuries? ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Write the dates and events on the BB and ask Ss to match them In 1492 In the 16th century In the 18th century Between the 16th and 19th centuries By the end of the 19th century The 16th and 17th centuries a Spain had possessions in almost every part of the world b the kings established an absolute monarchy c Columbus reached America d was the Golden Age of Spanish literature and art e Charles and Philip II acquired many possessions for the empire f Spain had lost most of its empire ôLas Meninasô Show Ss a copy of «Las Meninas» (Maids of Honour) by Diego Velazquez Ask: What you know about this painting? • Ask: Do you think the painting is large or small? Why? Describe the room / the people Who you think they are? Describe their clothes What name would you give this painting? ■ Presentation • READ Explain to Ss that some historical events on this page occurred at the same time as other events on the previous page Ask: What happened in Spain in 1492? (The Catholic Monarchs completed the Christian Reconquest and unified the kingdoms of Spain.) (Columbus’s expedition reached America.) • Focus on the map Ask: What can you see? (continents and oceans) On which continents did Spain have territories? (America, Europe, Africa, Asia and Oceania) • Ss read , and with 130 , 131 , 132 and the activity at the bottom of the page Chocolate Cacao seeds were brought to Europe by Columbus At first, it was only used as a drink Later, they mixed the powder with sugar, milk and other things to make chocolate Answers: – c – e – b – a – f – d 121 857415 _ 0116-0127.qxd 2/10/06 20:37 Página 122 Reorder the letters to make a correct word The Muslims built ASAPLEC The Muslims built SUMEOSQ They built SICETI on hills They occupied the centre and south of the peninsula for GETIH hundred years The philosopher Averroes was born in ORCODBA Answers: palaces mosques cities eight Cordoba Complete the sentences The Kingdom of Navarre included Navarre and part of La The Crown of Aragon included the Kingdom of Aragon, Valencia, Majorca and the Counties The Crown of Castile included the Kingdom of Castile and the Kingdom of Later, it included all Andalusia, except for the Kingdom of Portugal was an independent kingdom In 1479, the Catholic Monarchs, Isabella of Castile and of Aragon, married and united the Crowns of Castile and Aragon Answers: Rioja Catalonian Leon, Granada Ferdinand II 122 ESSENTIAL SCIENCE Photocopiable material â Richmond Publishing - Santillana Educación, S.L 857415 _ 0116-0127.qxd Read and learn Worksheet 42 Date MOSQUES Apply your knowledge BEGINNING OF THE MIDDLE AGES Does the event correspond to the Christian civilisation or the Islamic civilisation? Write Christian or Islamic a They arrived on the Iberian Peninsula in 711 Muslims pray five times a day On Fridays, they meet in mosques for community prayer The muezzin is responsible for calling Muslims to pray He calls them from a minaret, the mosque tower b Their religion was Islam c They created kingdoms in the north of Spain d They lived in the countryside Inside the mosque, believers kneel and pray towards the wall which faces in the direction of Mecca Mecca is the most sacred Muslim city e They built palaces and mosques f They lived in cities As well as being a place of prayer, mosques are used as meeting places and even schools Mosques have a large courtyard at the entrance, a prayer hall inside, and one or more minarets, depending on their size Islami© Islami© Christia> Christia> Islami© Islami© Página 123 The place where Muslims pray Name three Christian kingdoms at the beginning of the Middle Ages a b During the Middle Ages, Muslims built many mosques on the Iberian Peninsula The most important one is in Cordoba, the capital of Al-Andalus c Arago> Casti¬ỉ Navar®ỉ What parts of a medieval castle can you see in the photo Tick (✓) Complete the sentences praƠeđ an a àổetin@ plaâe an school b The muezzin is responsible for callin@ Muslimfi to pra¥ a Mosques are used for Ǣ battlements ✔ Ǣ courtyard Ǣ tower ✔ VOCABULARY Ǣ water Circle the words related to mosques minaret courtyard bridge university wall school Ǣ bridge 49 48 20:37 Read carefully 2/10/06 Worksheet 43 Date 123 Worksheet 44 Date THE MIDDLE AGES 20:37 Read carefully Apply your knowledge Complete the word map Johann Gutenberg, inventor of the printing press CHRISTIAN KINGDOMS Finally he completed his invention, and around the year 1450, he formed a partnership with a German merchant who lent him the money for his printing business He began to print his first books Kingdom of Navarre Crown of Aragon Crown of Castile Territories included Territories included Territories included Navarđổ Lồ Riojồ Arago>, Vaơenciồ Majorcồ an Cataloniồ Castilổ, Leo>, Andalusiồ exâep fođ Granadồ At that time, books were hand-written by scribes Gutenberg designed the letters of his printing press to imitate the original manuscripts The Gutenberg Bible is usually considered to be the first printed book in the Western world Thanks to the invention of the printing press, news such as the discovery of America spread rapidly throughout Europe Answer Think and answer a Which was the last Muslim kingdom? After the invention of the printing press, the price of books dropped Why you think this happened? b When was it conquered? Becauòổ i wa no >eâessarƠ to wriổ book bƠ han anymođổ Tổ printin@ pđes maổ book mođổ ceaplƠ Usin@ scri wafi exπensi√¶ c Who conquered it? M A Granadå 1492 tổ Catholiâ Monarch VOCABULARY VOCABULARY Match Match caliph a great philosopher • a document written by hand Gothic style • • small, independent kingdoms manuscript • • a person who copies manuscripts Averroes • • the highest authority of the Muslims scribe • a person who makes things of gold taifas • • It is characterised by great height, pointed arches and large windows goldsmith • • 51 50 Página 124 Gutenberg was born in the German city of Mainz around the year 1400 He was trained as a goldsmith, but he was always interested in printing, and he experimented with printing machines 2/10/06 Read and learn THE INVENTION OF THE PRINTING PRESS 857415 _ 0116-0127.qxd Activity Book 124 Worksheet 45 Date 857415 _ 0116-0127.qxd Notes: IDENTIFY MEDIEVAL BUILDINGS 20:38 Identify the buildings in the photos as Christian or Muslim B Christia> Página 125 A Musliµ Answer the question What differences are there between the two buildings? M A T™ỉ Christia> buildin@ wafi e∂ afi å houòổ an fođ proectio> I i fortđes Tổ Muslià buildin@ i uòe fođ praƠeđ I minađe Choose a medieval building in your Autonomous Community Complete the index card BUILDING Manzanađe eơ Reaơ Castơổ Date built: etee> 1475 an∂ 1478 Who built it: t™æ Marquifi oƒ Santillanå, Inigo LopeΩ What it was used for in the past: tổ familƠ đesienâổ What it is used for today: tourist ca> visi tổ castơổ Culturaơ ent ađổ el eđổ 52 2/10/06 Tasks Worksheet 46 Date 125 Write the names of Roman cities 20:38 Stick them on the map 2/10/06 Cut out the Roman provinces 857415 _ 0116-0127.qxd Activity Book Notes: 126 THE ROMAN PROVINCES OF THE IBERIAN PENINSULA Página 126 54 2/10/06 20:38 Página 127 ATLANTIC OCEAN Can a r y Is la n ds Project 55 857415 _ 0116-0127.qxd Notes: 127 857415 _ 0128-0128.qxd 2/10/06 20:23 Página 128 Essential Science, Science, Geography and History, for Year of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C GUERRINI Contributing authors: Cristina Zarzuelo, Jane Kilner and Lesley Thompson English language editors: Martin Minchom, Cathy Myers, Sheila Klaiber, Nancy Konvalinka, Nikki Strutt English language specialist: Jeannette West Art director: José Crespo Design coordinator: Rosa Marín Design Team: Cover: Martín Ln-Barreto Interior: Rosa Barriga Artwork coordinator: Carlos Aguilera Design development: Rẳl de Andrés, José Luis García and Javier Tejeda Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: Fernando Calonge and Miguel Á Mora-Gil Research and photographic selection: Amparo Rodríguez Photographs: C Jiménez; F Ontón; GARCÍA-PELAYO/Juancho; I Rovira; J Jaime; J Lucas; M G Vicente; S Enríquez/Our thanks to the electrical appliances shop EXPERT; HIGHRES PRESS STOCK/AbleStock.com; I Preysler; STOCKBYTE; MATTON-BILD; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA Richmond Publishing Kings Street Cloisters Albion Place London W6 0QT United Kingdom © 2006 by Santillana Educación, S L./Richmond Publishing Torrelaguna, 60 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S L PRINTED IN SPAIN Printed in Spain ISBN: 84-294-0963-7 CP: 857415 D.L.: All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher ... 857 4 15_ IntroEssent0001-00 15. qxd 3/10/06 09:09 Página Essential Science 853 694_C.ai 3 /5/ 02 16:33:26 • Essential Science teaches basic concepts of Science, Geography and History... exercises give These give youyou practiceininESSENTIAL ESSENTIAL SCIENCE practice SCIENCE  857 4 15_ IntroEssent0001-00 15. qxd 3/10/06 09:10 Página 15 Focus on the page Living things Use the text... living things from Worksheet KINGDOMS Animal Plant Fungi 19 20 19 21-24 36 37 37 38-39 54 -55 56 -57 56 -63 58 -64 Project MAKE AND INTERPRET A CLIMATE GRAPH Use this information to construct a climate